Teachers Participation in the Process of Primary School Curriculum Development in Snnp Region
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Date
2003-05
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Addis Ababa University
Abstract
The major objectives of this study were to discover and assess the actual and
desired degree of teachers' involvement in different areas of curriculum development
practices. The problem of under-participation of teachers could be solved through
involvement at different points along the policy-formulation-to- practice in curriculum
continuum This participation enables the intended curriculum to be implemented
effectively so that the set objectives could be attained
This study investigated the relationship between nine categorized possible
curriculum development areas for teachers' involvement and the extent of present and
desired participation on 40 item decisional statements, as well as education officials'
practice of encouraging collaborative and participative curriculum development activities.
In addition, the existence of practical involvement of primary school' teachers was also
examined. Further, respondents' biographical characteristic variables such as
qualification, experience nationality language acquisition were also correlated with the
present and desired levels of participation.
To achieve the objective of the study, 3 Zones and 2 Special Woredas ; 6
woredas ( 2 from each Zones) and 20 primary governmental schools were selected as a
sample. A questionnaire mainly made - up of cfose - ended with five - stage rating scale,
and an average rate of participation three (3.00) Other alternatives and open-ended
items were developed to collect first hand data required to answer the basic questions
raised in the chapter of this paper. It was distributed to 32 educational officers; 20 school
principals and 240 teachers. A total collection of usable questionnaires was 242 in
number.
The major findings were: (i) teachers desire of parTicipation in all areas of
curriculum development practices was significantfy higher than the actually experienced,
(ii) the concern given by educational official for encouraging teachers ' participation in
curriculum development activities was at significantfy lower level, (iii) female experienced
and desire more participation at instructional or classroom level than males, who actually
experienced and desire more participation at policy formulation, curriculum designing
and planning (iv) low level of academic qualification was found to hinder teachers'
participation, (v) academic qualification, work experience, and acquisition of nationality
languages , lock of resource materials, were found to minimize teachers' participation
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Keywords
Education